I reply to my critics in respect of my work on expertise. I define the 'core' of the multidisciplinary 'expertise studies'. I argue that those who have taken the work seriously could resolve their problems by paying more attention to the core. Each could have made good use of an aspect of the core.

Harry G. Frankfurt begins his inquiry by asking, “What is it about human beings that makes it possible for us to take ourselves seriously?” Based on The Tanner Lectures in Moral Philosophy, Taking Ourselves Seriously and Getting It Right delves into this provocative and original question. The author maintains that taking ourselves seriously presupposes an inward-directed, reflexive oversight that enables us to focus our attention directly upon ourselves, and “[it] means that we are not prepared to accept ourselves just (...) as we come. We want our thoughts, our feelings, our choices, and our behavior to make sense. We are not satisfied to think that our ideas are formed haphazardly, or that our actions are driven by transient and opaque impulses or by mindless decisions. We need to direct ourselves—or at any rate to believe that we are directing ourselves—in thoughtful conformity to stable and appropriate norms. We want to get things right.” The essays delineate two features that have a critical role to play in this: our rationality, and our ability to love. Frankfurt incisively explores the roles of reason and of love in our active lives, and considers the relation between these two motivating forces of our actions. The argument is that the authority of practical reason is less fundamental than the authority of love. Love, as the author defines it, is a volitional matter, that is, it consists in what we are actually committed to caring about. Frankfurt adds that “The object of love can be almost anything—a life, a quality of experience, a person, a group, a moral ideal, a nonmoral ideal, a tradition, whatever.” However, these objects and ideals are difficult to comprehend and often in conflict with each other. Moral principles play an important supporting role in this process as they help us develop and elucidate a vision that inspires our love. The first section of the book consists of the two lectures, which are entitled “Taking Ourselves Seriously” and “Getting It Right.” The second section consists of comments in response by Christine M. Korsgaard, Michael E. Bratman, and Meir Dan-Cohen. The book includes a preface by Debra Satz. (shrink)

Philip Kitcher’s The Main Enterprise of the World is extraordinarily wide-ranging and ambitious, developing and arguing for a unified account of education.

In their discussions of issues concerning the nature of human action, and also in their inquiries into the structure of practical reasoning, philosophers typically draw upon a more or less standard conceptual repertoire. The most familiar item in that repertoire is the indispensable, ubiquitous, and protean notion of what people want or — synonymously, at least in the usage that I shall adopt — what they desire. I believe that the elementary repertoire in which the concept of desire is so (...) centrally situated needs to be enriched by the articulation of certain additional notions. It is more or less customary to identify the point of practical reasoning or deliberation simply as a matter of figuring out how to attain whatever goal it is that we want to reach. In many instances, however, what inspires our thinking and shapes our conduct is not that we merely wantone thing or another.Often, what moves us is that there is something of which it is both more precise and more informative to say that we care about it or that we regard it as important to ourselves. In certain cases, it is appropriate to characterize what guides us in terms of a rather particular mode of caring — namely, love. It is with these concepts — what we care about, what we consider important to us, and what we love — that I shall here be concerned. (shrink)

These essays explore the parameters of Wagner's rich literary and architectural creations.

Debating Education puts two leading scholars in conversation with each other on the subject of education-specifically, what role, if any, markets should play in policy reform. The authors focus on the nature, function, and legitimate scope of voluntary exchange as a form of social relation, and how education raises concerns that are not at issue when it comes to trading relationships between consenting adults.

This paper examines the work of one of Russia’s greatest philosophers, Vladimir Solovyov (1853–1900), from the perspective of natural theology and attempts to distil the original natural theological arguments which we find in his work. Solovyov’s arguments are rarely presented in clarity or with a detailed critical analysis. The current paper thus hopes to offer some amendment to this unfortunate deficiency in the secondary literature. It will become evident that Solovyov’s relation to natural theology contained two distinct layers. There is, (...) on the one hand, the external polemical and publicist layer of discourse, where Solovyov rejects natural theology outright. On the other hand, there is the deeper metaphysical layer, where Solovyov’s own arguments, hidden within his elaborate metaphysical structures, can themselves be considered as a form of natural theology. The paper will conclude that, despite the overall failure of his arguments, Solovyov can still provide inspiration for Orthodox theologians by attempting a form of natural theology within an Orthodox context. (shrink)

Kant's account of the experience of the sublime in nature and the incommensurability of its bases in the two European traditions of philosophy that feed into modern cognitive psychology, the holism of Leibniz and the analytic reductionism of Locke, are used to develop a new theory of human nature in terms of developmental interactions between initially separate cognitive domains. More recent illustrations of this separation/interaction are found in debates over 'emergence' in modern science and theories of consciousness. Shifting from competitive (...) epistemologies to a resulting ontology of human nature, the cognitive development of mind through childhood can itself be understood as multiple but necessarily incomplete fusions between person knowing and a thing/tool knowing , based here on a Vygotskian model of their reciprocal internalizations, and leading into our ostensibly differentiated and humanly unique multiple adult intelligences. A consequence is that human consciousness, while based on these selective and necessarily partial domain integrations, as in the separate directionalities of spirituality and science/technology, is fundamentally and permanently unbalanced. Kant's sublime and Rudolf Otto's related analysis of numinous-uncanny feeling exemplify the inner dynamism of this intrinsic unbalance, constituting the species specific form of the perpetual orientation to novelty that drives us forward toward the very best and very worst of the human condition. (shrink)

Departing from the usual discussions of public morality, and considering the moral interests of the community as a whole, this book is a contribution to this intensely debated theme and considers how public morality can be justified in theory and accommodated in practice in a liberal society.

This response to Tomba’sMarx’s Temporalitieshomes in on its critical interrogation of linear conceptions of development which have distorted Marxism’s capacity to seize the present. The article foregrounds the resources on which Tomba draws, from Walter Benjamin’s theses on history to Marx’s account of the struggles over the working day, and enlists them in an encounter with the questions of unevenness, archaism and pre-capitalism in Postcolonial theory, as well as in the attempts to ‘overcome modernity’ that marked the thought and practice (...) of interwar fascism in Europe and Japan. (shrink)

This article argues that plato's choice of the dialogue as a vehicle for his philosophy and aristotle's choice of an objective compressed lecturing style (in his later works) has less to do with differences in philosophical doctrine and more with differences in pedagogic aim. Plato aimed at teaching pupils to begin thinking and to keep re-examining the foundations of their thought, aristotle at advancing the sum of human knowledge. This in its turn, it is argued, was connected with a difference (...) in epistemology and with aristotle's greater optimism about our ability to avoid error and to advance in knowledge. (shrink)

Quantitative losses of memory content imply replicative processing; correspondence losses imply reconstructive processing. Research should focus on the relationship between these processes by obtaining accuracy- and quantity-based indicators of memory within the same framework. This approach will also yield information about the effects of task and individual-difference variables on loss and distortion, as well as the time course of each process.